International Middle Years Curriculum - Learning Process
Students learning with the IMYC focus on a combination of academic, personal and international learning goals designed specifically to engage and inspire adolescents. In line with the specialist-centered approach to learning at the secondary level, the IMYC provides learning goals for each subject area and is taught by subject specialist teachers.
The structure of the IMYC curriculum is similar to the International Primary Curriculum (IPC) in that each unit commences with an Entry Point and ends with an Exit Point. However, to respond to the needs of the developing teenage brain, the IMYC makes a few notable departures from the IPC learning process.
Firstly, the IMYC uses conceptual themes, paired with a theme descriptor, called the Big Idea. This topic and statement is designed to provide a central focus for student learning as they proceed through all subject areas. The Big Idea allows young people to see the independence and interdependence of subject learning. Secondly, the IMYC incorporates regular reflective journal writing in each subject area. Through reflection, students grapple with the Big Idea and deepen their understanding of how the conceptual theme relates to them personally and to the world around them. Finally, the Exit Point projects are media based presentations, which challenge students to explore ideas and questions emerging from their journal writing into a self-directed media project. Projects range from audio podcasts to creative short films. These departures are designed to support and challenge young adults in their increasing desire for independence, reliance on peers for support and brain development needs.
The structure of the IMYC curriculum is similar to the International Primary Curriculum (IPC) in that each unit commences with an Entry Point and ends with an Exit Point. However, to respond to the needs of the developing teenage brain, the IMYC makes a few notable departures from the IPC learning process.
Firstly, the IMYC uses conceptual themes, paired with a theme descriptor, called the Big Idea. This topic and statement is designed to provide a central focus for student learning as they proceed through all subject areas. The Big Idea allows young people to see the independence and interdependence of subject learning. Secondly, the IMYC incorporates regular reflective journal writing in each subject area. Through reflection, students grapple with the Big Idea and deepen their understanding of how the conceptual theme relates to them personally and to the world around them. Finally, the Exit Point projects are media based presentations, which challenge students to explore ideas and questions emerging from their journal writing into a self-directed media project. Projects range from audio podcasts to creative short films. These departures are designed to support and challenge young adults in their increasing desire for independence, reliance on peers for support and brain development needs.
Six Needs of the Adolescent Brain
The IMYC is designed to support 6 key needs of the developing adolescent brain. These include the need for learners at this age to interlink learning, make meaning, take risks and work with peers. Learners need to be supported in their transition from Primary level and then into Higher Years, and to have agency by giving the students opportunities to act and bring about change in the world.
IMYC Learning Goals
AIS uses the IMYC academic, personal and international learning goals to govern learning in the Middle School.
The Personal Learning Goals in the IMYC are integrated into subject learning and school-wide initiatives, particularly through the William Pike Challenge Award Programme.
IMYC Learning Assessment: Knowledge, Skills and Understanding
The IMYC at AIS employs a variety of assessment strategies, tools and instruments for both formative and summative assessment. The appropriateness and selection of which are governed by each subject’s learning goals and the specialist teacher. To that end, knowledge learning goals are assessed in each unit through tests and quizzes as directed by the individual subject teacher. The IMYC Assessment for Learning Programme is used as a tool for both formative and summative assessment of skills learning goals. Both teachers and students assess progress and set appropriate next steps for learning. Finally, in line with the beliefs of the IMYC, learning goals for understanding are evaluative. Teachers do not rate or quantify students’ understanding in any of the three areas of learning. Instead, teachers discuss and support students’ understanding through dialogue, structured reflection classes and students' IMYC Learning Portfolios.
Learning in Action
What past and present students say
I think the personal goals are something that I carry with me day to day, and I often reference, for example in one of my job interviews. I think the sense of community at AIS was outstanding, and I wish my current school was more like this. (former student, now in High School)
The IMYC program really accelerated my skills in Maths and Humanities coming from Korea to an Australian high school. The curriculum was really good at enabling myself to look at the big picture which was extremely helpful in the high school environment. (former student, now in High School)
The IMYC integrated playing into learning, which makes it fun, hence leading to efficient teaching. This helped me absorb lectures and lessen the stress I would normally take. Furthermore, the exit points that the IMYC had taught me some soft skills—communication and teamwork to name a few. At other times, I was also required to gather up courage and express my idea to the rest of my classmates, which consequently led to an improvement in my public speaking skills. Overall, I am very satisfied with what the IMYC equipped me with. (former student, now at university)
From an academic perspective, the IMYC taught my roots of learning when I went to high school. I based my learning style off of what I got at AIS—learning while having fun. Learning was much more enjoyable for me in high school compared to when I was in elementary school. (former student, now at university)
The teachers have been really supportive and made sure everything was explained clearly and that everyone understood. I was able to ask questions whenever I wanted and we had a nice amount of learning that was at the right level for everyone. (current student)
Very open-minded learning, we get to talk about happenings around the world and how we could find ways to help. We learn about the history and culture of many places and how they often link to our learning. (current student)
At AIS it is very interactive with other classmates. In past schools there wasn't much peer-enriched learning, but here using the personal goals I have developed and improved my cooperation & communication. (current student)
The IMYC program really accelerated my skills in Maths and Humanities coming from Korea to an Australian high school. The curriculum was really good at enabling myself to look at the big picture which was extremely helpful in the high school environment. (former student, now in High School)
The IMYC integrated playing into learning, which makes it fun, hence leading to efficient teaching. This helped me absorb lectures and lessen the stress I would normally take. Furthermore, the exit points that the IMYC had taught me some soft skills—communication and teamwork to name a few. At other times, I was also required to gather up courage and express my idea to the rest of my classmates, which consequently led to an improvement in my public speaking skills. Overall, I am very satisfied with what the IMYC equipped me with. (former student, now at university)
From an academic perspective, the IMYC taught my roots of learning when I went to high school. I based my learning style off of what I got at AIS—learning while having fun. Learning was much more enjoyable for me in high school compared to when I was in elementary school. (former student, now at university)
The teachers have been really supportive and made sure everything was explained clearly and that everyone understood. I was able to ask questions whenever I wanted and we had a nice amount of learning that was at the right level for everyone. (current student)
Very open-minded learning, we get to talk about happenings around the world and how we could find ways to help. We learn about the history and culture of many places and how they often link to our learning. (current student)
At AIS it is very interactive with other classmates. In past schools there wasn't much peer-enriched learning, but here using the personal goals I have developed and improved my cooperation & communication. (current student)
